Reader Final Assessment Summary

Reader: Ohanna
Grade: 3rd
Tutor: Avery Hombsch
Date: 12/4/19

Quantitative Summary:

At the beginning of tutoring I used the Rigby Text Assessment to assess Ohanna’s reading level.
At the end of tutoring I assessed Ohanna again, only this time using a third-grade instructional
level text. For this assessment Ohanna read a level 23 text. She read it with a 97% accuracy,
which places her at an independent level. She had seven errors, a self-correction rate of 1:8, and
92 WCPM. When looking at her comprehension questions and her retelling of the story and
combining it with her reading scores for the test I determined this text level to be an instructional
level for Ohanna.

Qualitative Summary:

A majority of Ohanna’s errors while reading the text were substitutions. However she did have
an error in which she made an appeal and an error in which she omitted a word. The word that
she appealed for was ​tufts​. She took a minute to look at the word and then asked me what the
word was. Another error she had was omitting the word ​can’t. ​She did this at the end of our
story, changing ​“but then they can’t kick the lions away” ​to ​“but then they kick the lions away.”
This did alter the meaning of the sentence greatly. She had two errors in which she said ​their
instead of ​the. ​She also said ​gulp ​instead of ​gallop ​twice while reading. These errors often
disrupted the syntactic structure of the sentences and sometimes even altered the sentence
meaning. Ohanna made one self-correction while reading this text. She began to make a ​/b/
sound when she came to the word ​patches, ​but she quickly self-corrected. She often reads a fast
pace, pushing forward and not looking back leading to very few self-corrections.

The level of fluency for Ohanna while reading this text was a three out of four on the Pinnell and
Fountas Scale for Assessing Fluency. Ohanna reads at a fast pace, sometimes a little too fast. She
has good phrasing, pausing, intonation, and stress when reading, however she could still use
some improvement on these skills. She also has good expression while reading.
When asked to retell the text, Ohanna gave me a fairly brief overview of the text. I then
prompted her asking if there was anything else she wanted to share about the text. I think this
was a signal to her that I was looking for a more detailed retell and she then elaborated, giving a
much more detailed retell. She scored an eight on the retell, which is a score that places her at an
instructional level. She was also able to answer all of the comprehension questions correctly. It
was clear she had a good understanding of the text and that she was at an instructional level.

Reader Summary:

Overall, Ohanna is a very motivated reader and enjoys reading and learning. When I presented
her with the text she was very willing to read it and was excited that the text was about giraffes,
as she loves animals. She didn’t seem to have a lot of prior knowledge about giraffes. She had
adequate vocabulary knowledge needed to read this text and didn’t struggle with very many
words. There were a few words specific to the text, such as ​tufts ​and ​gallop ​that she struggled
with. She enjoyed reading the text and was eager to share with me the things she learned about
giraffes. The text even talked about lions hunting giraffes and Ohanna thought that was
especially cool since we had just learned a lot about lions. She was able to make a connection to
her prior knowledge at this time.

What has the reader accomplished since the first assessment?

This biggest accomplishment that can be seen from Ohanna’s first assessment to her final
assessment was her increase in her instructional text level. When I first assessed Ohanna I found
her at an instructional text level of seventeen. At the end of tutoring she tested at an instructional
level of 23, which is a grade level text and a big improvement! As she retold details from the text
and answered the comprehension questions it was apparent that her comprehension skills have
grown immensely. For inferential comprehension questions she gave much more detailed
responses than she had previously. She used her background knowledge, along with what she
had just read to create a higher-level thinking answer. It was apparent that the comprehension
strategies we had been working on were being put to use in her reading.